Engaging Students in Autobiographical Critique as a Social Justice Tool: Narratives of Deconstructing and Reconstructing Meritocracy and Privilege with Preservice Teachers

Autor/inn/en	Boyd, Ashley S.; Noblit, George W.
Titel	Engaging Students in Autobiographical Critique as a Social Justice Tool: Narratives of Deconstructing and Reconstructing Meritocracy and Privilege with Preservice Teachers
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 51 (2015) 6, S.441-459 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2015.1098644
Schlagwörter	Preservice Teachers; Autobiographies; Criticism; Social Justice; Assignments; Reflection; Educational Experience; Student Projects; Multimedia Materials; Resistance (Psychology); Preservice Teacher Education; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Kritik; Soziale Gerechtigkeit; Assignment; Auftrag; Zuweisung; Bildungserfahrung; Schulprojekt; Resistenz; Lehramtsstudiengang; Lehrerausbildung
Abstract	This self-study involves instructors of a Social Justice in Education course at a large university who engaged preservice teacher education students with assignments intended to solicit their critical self-reflection and to facilitate an awareness of themselves as sociocultural beings. Our work responds to the continued need to involve preservice teachers in experiences that foster critical consciousness and cognizance of their own socialization. For the assignments, students were first asked to describe key moments in their educational experience in the form of a multimedia submission and reflection. After a semester of critical discussions and readings, students were then asked to revisit their initial projects and critique those using course concepts. In addition, they were prompted to include plans for themselves as future social justice educators. In this article, we analyze those student submissions, and we find that many reached new conclusions about social justice topics such as race and gender, critiqued personal and social artifacts, and recognized the connections between privilege and meritocracy. Despite the limitations in class size and structure, we affirm the potential value of a multistage autobiography assignment. We also explore instances of student resistance, wherein students avoided the assigned task and our requirement for self-reflection. We conclude by offering implications for teacher education and posit considerations for future adaptions of the assignment, including the necessity to engage students in opportunities to take social action and to move beyond critique. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01